Volume 1, No.2
Adeyemi B. Temitope
Abstract
The trend towards the use of digital credentialing in higher education has both increased the
importance of secure, verifiable academic records to reduce fraud and promote interinstitutional
cooperation. This paper is an exploration of how the concept of blockchain technology can be
applied in credentialing, especially in Nigerian institutions of higher learning. Blockchain as a
decentralised ledger system guarantees the protection, confidentiality, and availability of digital
credentials like diplomas and certificates. Evidence of this has been provided by empirical
findings of a simulated application to Kwara State College of Education, Ilorin, which revealed a
98 percent verification accuracy rate and a 35 percent decrease in administrative overhead, which
was confirmed by multivariate analysis. This paper suggests that blockchain could be used as a
disruptive technology to improve the credential management system of academic credentials in
Nigeria.
Keywords: Blockchain, Credentialing, Digital Certificates, Higher Education, Fraud Mitigation.
Dr. MUSA, Safiyanu
Abstract
This study investigated the Effect of Computer-Tutorial on Students Performance and Retention
in Orthographic Projection concept of Building Engineering Drawing in Technical Colleges,
Kaduna State, Nigeria. The study was guide by two purpose of the study, two research questions
and two hypotheses. The design of the study was Quasi-experimental research design.
Specifically, the pretest, posttest, post posttest non-randomized groups, two intact classes were
used for the study. The area of the study comprised six Technical Colleges in Kaduna State. The
Population of the study was 969. Comprising all the TS2 students from the six (6) Technical
Colleges. The sample for the study comprised 46 control group and 82 as experimental group.
The instrument used for the data collection was Computer Tutorial Performance and Retention
Test (CTPRT). Mean and standard deviation were used to analyze all the research questions.
Paired Sample t-test was used to test the hypotheses at 0.05 alpha level of significance. The
findings of the study revealed that; significant differences existed between academic
performance of students taught Orthographic Projection concept of building engineering drawing
using Computer Tutorial instructional strategy using experimental and control group in favour of
experimental group; among others. Based on the findings of the study, the recommends among
others; the use of Computer Tutorial should be encouraged for the teaching of Orthographic
Projection concept of building engineering drawing, by providing necessary facilities needed for
its effective implementations
Key Words: Orthographic Projection, Computer-Tutorial, Performance and Retention
DEVELOPMENT OF TEDDLASS COMPUTER SIMULATION FOR GENETICS AND EVOLUTION INSTRUCTION
Fatima Atiku
Abstract
This study developed and validated TEDDLASS Computer Simulation (TCS) for teaching
genetics and evolution in Colleges of Education in Katsina State, Nigeria. Using Havelock's
Research, Development, and Diffusion (RD&D) model, the study involved needs assessment,
software design, Alpha (expert) validation, and Beta (field) validation. TEDDLASS covers
abstract concepts such as heredity, sex determination, linkage, mutation, and evolutionary
theories, aligned with the NCCE (2012) Biology Curriculum (BIO 323). Validation involved 27
experts and 34 field validators, and data were analyzed using mean ratings, frequency
distribution, and thematic analysis of open-ended responses. Findings revealed that TEDDLASS
was appropriate across all validation domains, including content accuracy, instructional design,
usability, and technical functionality, with 70% of content fully aligned with the curriculum.
Field validation confirmed high usability, engagement, and pedagogical relevance. The study
concludes that TEDDLASS is a valid, curriculum-aligned, and technically sound instructional
tool suitable for teaching genetics and evolution at the NCE level. It was therefore
recommended that TEDDLASS computer simulation should be adopted for teaching genetics
and evolution in Colleges of Education in Katsina State, Nigeria.
Keywords:Computer Simulation, TEDDLASS, Genetics and Evolution, RD&D model,
Instructional technology, Curriculum Validation
Oluka, S. N. & Ogbonna, I. J.
Abstract
The study was carried out to ascertain the Student Academic Interest in TVET through
Integration of STEM Concept in Teaching and Learning of skill in Agriculture in Anambra State.
Three research questions guided the study. The descriptive survey research design was employed
in the study. The study was carried out in Anambra State. The population was 208 comprising
126 students and 82 staff of vocational and technical education in the research state. Simple
random sampling techniques were used to select 116 respondents that comprises 85 students and
31 staff. Instrument for data collection was a questionnaire developed by the researcher through
an extensive literature review. The instrument was titled: “STEM Model Needed for Enhancing
Students Academic Interest in TVET (SMESAIT).The questionnaire had 32 question items which
was structured using likert scale of Highly Agree, Agree, Disagree and Highly Disagree. The
research instrument was validated by three experts in the faculty of Vocational and Technical
Education, University of Nigeria, Nsukka and the reliability of the instrument was ascertained
through a pilot-test by sampling Vocational and technical education lecturers 21 students in
Enugu State which was outside the study area. Cronbach's Alpha was used to measure the
internal consistence of the pilot test and 0.81 values were obtained showing the consistence and
reliability of the instrument. Data collected were analyzed using mean scores and standard
deviation to answer the research questions while t-test statistics was used to test the null
hypotheses. The findings of this study revealed among others that vocational education lecturers
need to embrace the STEM content in TVET Education. From the findings of the study it was
recommended that schools and training institutions should revise their TVET curricula to
include more STEM-related model and hands-on activities that encourage innovation and
exploration and Regular training and workshops should be provided to educators to equip them
with the knowledge and skills to effectively integrate STEM into their teaching practices.
Keys: Student Interest, TVET, STEM, Teaching methods
Blessing Ngozi Eze, Angela Ogechi Eze
Abstract
This research focused on how Artificial Intelligence (AI) can integrate with Virtual or
Augmented Reality (VR/AR) technologies to enhance computer-based learning. The study
was conducted with 15 Master's students from the Department of Computer and Robotic
Education. Data was collected using a structured questionnaire, and consisted of 15-items.
Data was analyzed by calculating Mean and Standard Deviation taking into account the
Likert five-point scale enumerated responses. The study results indicated that the students
had a low level of awareness and experience with the use of AI, VR, and AR technologies in
their practices. However, the respondents indicated their agreement, and to a "strongly
agree", that the use and integration of AI, VR and AR technologies into computer-based
learning can enhance levels of engagement, understanding, and personalized learning in
students' practices. Additionally, the research identified major impediments like poor
technical resources and infrastructure (lack of technology), poor connectivity to the internet,
poor power supply resources, and lack of teacher professional development and retraining.
Therefore, it was outlined as recommendations that there are more awareness campaigns to
create a growing awareness of the use of these technologies, investment in contemporary
educational resources by schools, teachers, and training given both adequate time and
structure, government support in terms of funding, improved technology and policy
improvement. Overall, if educational institutions in Nigeria are to fully embrace and
integrate the AI-VR/AR technologies in practice with potential, infrastructure and human
resources issues need to be addressed first.
Keywords: Artificial Intelligence Virtual and Augumented Reality Technologies Computer-
Based Learning.
Dr Sussan Ngozi Oluka & Ewe Ugochukwu Clement
Abstract
This study investigates the persistent gender disparities in tech-driven Technical and Vocational
Education and Training (TVET) within technical colleges in Enugu State, Nigeria. Three
research questions with corresponding hypotheses guided the study. Employing a descriptive
survey design, data was collected from 60 students and 15 instructors across two technical
colleges. Data was collected by the researcher with the help of two research assistance. All the
research questions were answered using mean scores while standard deviation was used to
determine the frequency of the mean. The basis of the decision for research questions was as
follows: 1.00 – 1.49 = strongly disagreed, 1.50 – 2.49 = Disagreed, 2.50 – 3.49 = Agreed and
3.50 – 4.00 = strongly agreed. All the hypotheses were tested using the independent sampled ttest
statistic at 0.05 level of significance. The null hypothesis was accepted when the p–value is
greater than 0.05 (p>.05) and was rejected or considered statistically significant when the p–
value is less than 0.05. The findings reveal that barriers such as cultural stereotypes (M=4.32), a
lack of female mentors (M=4.40), and limited access to digital devices (M=4.28) are severe.
Independent t-test and regression analyses rejected all three null hypotheses, confirming
significant gender-based differences in the experience of barriers, a strong link between gendersensitive
practices and participation, and a consensus on strategies. The study concludes that
existing digital TVET programs inadequately promote gender equity (M=2.45). Consequently, it
recommends a multi-faceted approach encompassing targeted policy reforms, community
sensitization, infrastructural upgrades, and the provision of scholarships and digital literacy
training specifically for women to foster an inclusive and equitable tech-driven vocational
training environment.
Keywords: Gender Sensitivity, Digital TVET, Vocational Training, Women's Participation,
Technical Colleges
ASSESSING ETHICAL LIMITS OF AI PHOTO AND VIDEO USAGE IN SOCIAL MEDIA POLITICAL ENGAGEMENT
Ben Ita Odeba, PhD & Helen Osamede-Akins
Abstract
Artificial Intelligence-generated photos and videos, ranging from deepfakes to artificially
enhanced campaigns, make it difficult for citizens to distinguish between facts and deliberate
manipulations. This is a challenge to the ability of Nigerians to discern truth in political
engagements on social media. Anchored on media ethics and social responsibility theories, this
study examined ethical limits for AI photo and video usage in social media political engagement.
A mixed-methods approach was used. A sample size of 385 Abuja social media users were
surveyed while nine journalists from prominent Nigerian media outlets were interviewed.
Findings reveal a high level of awareness of AI-generated political content by the general public
and low level of trust and negative perception. Journalists do not use AI-created images due to
ethical concerns such as disinformation, risks to authenticity, and political polarization and
demand for transparency, norms of verification, regulation, and privacy protection. The study
concluded that transparency, verification, and professional responsibility are the ethical
standards needed to curb manipulation, misinformation, and disinformation in social media
political engagement. The study recommends that media organizations, media professionals and
the federal government of Nigeria should prioritize digital literacy for Journalists, transparency
in newsrooms, updated industry standards and responsible regulation.
Keywords: AI-generated visuals, deepfakes, political communication, social media, journalistic
ethics
Agbo, Linda Nwanneka & Prof. Ibezim, N.E.
Abstract
The study was carried out to determine the demographic factors as correlate of programming
skills acquired by computer education lecturers in South-East universities, Nigeria. Three
specific purposes with three corresponding research questions guided the study and four null
hypotheses were formulated and tested at 0.05 level of significance. The study adopted
correlational research design. The instrument for data collection was a structured
questionnaire titled “Demographic Factors and Programming Skill Acquisition
Questionnaire” (DeFPSAQ). The internal consistency of the questionnaire was determined
using Cronbach Alpha reliability test which yielded co-efficient of 0.79. The data collected
from 77 computer education lecturers were analyzed using Point Bi-serial correlation. The
null hypotheses were tested using Point Bi-serial correlation for hypotheses one to three and
multiple regressions for hypothesis four all at 0.05 level of significance. The findings from
the study revealed a weak relationship among age, gender, educational qualification and
programming skills acquisition of computer education lecturers'. In addition, the hypotheses
tested revealed that there were no significant difference among computer education lecturers'
age, gender, educational qualification and their programming skills acquired. It was
recommended among others that computer education department should organize more
programmes on computer programming and imbibe the principle of learning through
practical.
Keywords: Programming, Programming skills acquisition, Demographic factors, Computer
education lecturers, Programming competence
Prof Abigal Ngozi Alio & Ewe Ugochukwu Clement
Abstract
The study was carried out to find out the need for harnessing innovative TVET for Advanced
Digital Skills Acquisition in higher Institution in Enugu State, Nigeria. Specifically, it aimed to
determine the ways of harnessing innovative TVET for Advanced Digital Skills Acquisition.
Adopting a descriptive survey research design, four specific research questions with
corresponding hypotheses guided the study. Data were collected from 328 TVET students (112
Male, 216 female) in selected TVET institutions (University of Nigeria, Nsukka and Federal
College of Education Eha-Amaufu in Enugu State, Nigeria, using a 20-item structured
questionnaire. Descriptive analysis was conducted using the mean and standard deviation, and
independent samples t-tests were utilized to evaluate hypotheses with a significance level of 0.05.
Findings revealed that TVET students strongly lack proficiency in data analysis, AI/ML
concepts, cloud platforms, cybersecurity, digital compliance, and digital forensics, while
moderately lacking in ERP systems and digital reporting. Key components and strategies
perceived as "Very Highly Needed" for the framework include work-integrated learning,
professional development for educators, and strengthening industry partnerships. The study
found no significant gender differences in the perceived lack of advanced digital skills or the
needed framework components and strategies among TVET graduates. These insights
underscore the urgency for TVET curricula and pedagogy to adapt to digital transformation and
propose a framework for enhanced graduate employability.
Keywords: Harnessing, Innovative, TVET, Advanced, Digital Skills, Acquisition.